Chariho Regional High School was established in 1958 and serves the communities of Richmond, Hopkinton, Charlestown, and the Narragansett Native American community. The district is located in Washington County of southern Rhode Island. Chariho School District consists of four elementary schools, one middle school, the RYSE School, the Career and Technical Center, and one high school.
Community Background
In the table shown above the average income and poverty levels of Charlestown, Rhode Island, and the United States are stated. Charlestown is above the average in not only the state, but also the nations income per household, family, and person. It also has below average of people below poverty level and unemployed, which makes sense that if income is higher, unemployed is lower than the average.
In the table above the average race and ethnicity of Charlestown, Rhode Island, and the United States is shown. With the data collected, Charlestown is the least diverse of the three. The pie chart shown is a good example of the ratio of white to all other races. As seen in the chart, Charlestown is a predominantly white community.
District Summary
In the table above the percentages give are of the amount of students receiving special services such as education, lunch, and/or bilingual education services. The percentages are on the lower side of the state average for subsidized lunch as Chariho is 26% and the state is 47% that makes logical sense as in the first table Charlestown was significantly higher in average income than the state. The state of Rhode Island percentage of students receiving ESL/Bilingual education services is 6% and Chariho is only 1%. In the previous chart and table it is show that over 75% of Charlestown’s population is white where normally they would be English speaking rather than any other races/ethnicities that may be foreign and speak more than one language.
The average qualifications and teacher to student ration is generally the same across the board. There are some slight differences but Chariho is almost exactly the same as Rhode Island and Central Falls.
Chariho’s attendance percentages are the exact same as Barrington School District across the board, which is also very similar to the state of Rhode Island. Central Falls is slightly lower that Chariho but not drastically different. On the other side are absentees with Chariho being 12%, Barrington 7%, Central Falls, 40%, and Rhode Island 24%. Chariho is significantly lower than Central Falls and somewhat lower than the state of Rhode Island. Although Barrington was at 7%, Chariho was still pretty close at 12% in my opinion is a good number to be at.
School Analysis
Looking at Chariho High Schools NECAP scores, they were significantly above the state average and Central Falls all across the board, but below Barrington’s averages as they are a higher achieving school. Chariho’s percentages are about 12% above those of the state of Rhode Islands averages, which means they can be qualified as above average scoring on the NECAPS’s in the state of Rhode Island.
As the table above shows, Chariho High School is still above the state average for SAT Exam scores, and also significantly above Central Falls but still lower the Barrington. The chart gives a visual representation of the SAT’s compared to each other in a bar chart form. With this chart it is easy to tell that Chariho is most definitely a high achieving school with their exam grades.
As this last table shows, not a significant amount of students are taking Advanced Placement exams from Chariho. Over half of the students that are taking the AP exams are scoring at college level mastery.
Conclusion
In the end Chariho High School’s averages of all the data were above the state averages and each was on was a positive note. This school is a positive environment with brilliant students that have above average grades and exam scores who are exceling into college. Compared to Central Falls, Chariho looks like the best school out there, but than compared to Barrington, Chariho does not look like a great school for students. Looking at the Rhode Island’s averages I believe are the best way to look at a school and how they are doing academically rather than one specific school. I also believe that the environment the students live in is also a significant impact on the grades as they may have a bit more support than other students in districts do. Over all looking at all the data collected, Chariho High School is an academically strong, positive school with committed students and faculty
Author: (Person who wrote report.) Editor: (Taylor Borruso) Total Score for this Evaluation: _29 /35 pts
The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.
As a peer editor, your tasks are:
Read author's report.
Carefully evaluate report by assigning a score for each criterion
provide constructive comments that will help the strengthen the author's report for each category.
Create a link to your evaluation at the end of the report.
RUBRIC
Name: Score:
Introduction: _5 /5 points 5: Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform. 4: Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform. 3: Intro names the school/district/community but not much else. 2: Intro fails to name the school, district, and/or community. 0: No introduction section is apparent.
Comments on report's introduction:
Organization: _4 /5 points 5: Report includes the following sections: Introduction, Community, District, School, Conclusion, References. 4: Report includes all sections but does not break information into paragraphs, has few transitions, or is otherwise lacking in coherence. 3: Report is missing one section. 2: Report is not divided into sections but contains some information on each. 1: Report is missing two or more sections.
Comments on report's organization:
Mechanics: _0/5 points 5. All information is cited using APA in-text citations. A properly formatted References section appears at the end of the report. There are few typos or errors in spelling, grammar, or syntax. 4: Most information is cited and referenced using APA format. There are some errors in spelling, grammar, or syntax but they do not interfere with meaning. 3: Some information is not cited or referenced. APA format not followed or followed incorrectly. There are some errors in spelling, grammar, or syntax that interfere with meaning. 2: Most of the information is not cited. APA formatting is negligible or nonexistent. Multiple errors in spelling, grammar, or syntax interfere with meaning. 0: No citations. No references. Myriad errors in spelling, grammar, or syntax make the report a chore to read.
Comments on report’s mechanics/conventions:
Creativity: _5/5 5. Report is engaging and colorful. Charts, graphs, and images add professionalism and interest and are well integrated into the report. 4: Report contains some interesting sections. Charts, graphs and images are relevant and add interest to the report. 3: Report appears dull. Information is reported in a disengaged manner. Charts, graphs, and images add little to the report.
Comments on report's creativity:
Conclusion: 4_/5 5: Conclusion reviews analysis of school, district and community and describes why findings should be important to reader. 4: Conclusion reviews analysis of school, district and community 3: Conclusion does not report back to report's findings. 1: Conclusion simply praises or condemns the school. 0: No conclusion.
Comments on report's conclusion:
Data/Analysis: 10_/10 5: Report includes at least ten different facts in each section (school, community, district) and compares each figure with another relevant figure (e.g. state or national average). 4: Report includes at least eight different facts in each section and compares most figures with relevant figures. 3: Report includes at least six different facts in each section and compares some of the figures to other relevant figures. 2: Report includes at least four different facts in each section and compares some of the figures to other relevant figures. 0: Report includes less than four different facts for any section or fails to compare any figures with other relevant figures.
Samantha Gunson100459101
Fall 2014
EDC 102
Chariho High School
Introduction
Chariho Regional High School was established in 1958 and serves the communities of Richmond, Hopkinton, Charlestown, and the Narragansett Native American community. The district is located in Washington County of southern Rhode Island. Chariho School District consists of four elementary schools, one middle school, the RYSE School, the Career and Technical Center, and one high school.
Community Background
In the table shown above the average income and poverty levels of Charlestown, Rhode Island, and the United States are stated. Charlestown is above the average in not only the state, but also the nations income per household, family, and person. It also has below average of people below poverty level and unemployed, which makes sense that if income is higher, unemployed is lower than the average.
In the table above the average race and ethnicity of Charlestown, Rhode Island, and the United States is shown. With the data collected, Charlestown is the least diverse of the three. The pie chart shown is a good example of the ratio of white to all other races. As seen in the chart, Charlestown is a predominantly white community.
District Summary
In the table above the percentages give are of the amount of students receiving special services such as education, lunch, and/or bilingual education services. The percentages are on the lower side of the state average for subsidized lunch as Chariho is 26% and the state is 47% that makes logical sense as in the first table Charlestown was significantly higher in average income than the state. The state of Rhode Island percentage of students receiving ESL/Bilingual education services is 6% and Chariho is only 1%. In the previous chart and table it is show that over 75% of Charlestown’s population is white where normally they would be English speaking rather than any other races/ethnicities that may be foreign and speak more than one language.
The average qualifications and teacher to student ration is generally the same across the board. There are some slight differences but Chariho is almost exactly the same as Rhode Island and Central Falls.
Chariho’s attendance percentages are the exact same as Barrington School District across the board, which is also very similar to the state of Rhode Island. Central Falls is slightly lower that Chariho but not drastically different. On the other side are absentees with Chariho being 12%, Barrington 7%, Central Falls, 40%, and Rhode Island 24%. Chariho is significantly lower than Central Falls and somewhat lower than the state of Rhode Island. Although Barrington was at 7%, Chariho was still pretty close at 12% in my opinion is a good number to be at.
School Analysis
Looking at Chariho High Schools NECAP scores, they were significantly above the state average and Central Falls all across the board, but below Barrington’s averages as they are a higher achieving school. Chariho’s percentages are about 12% above those of the state of Rhode Islands averages, which means they can be qualified as above average scoring on the NECAPS’s in the state of Rhode Island.
As the table above shows, Chariho High School is still above the state average for SAT Exam scores, and also significantly above Central Falls but still lower the Barrington. The chart gives a visual representation of the SAT’s compared to each other in a bar chart form. With this chart it is easy to tell that Chariho is most definitely a high achieving school with their exam grades.
As this last table shows, not a significant amount of students are taking Advanced Placement exams from Chariho. Over half of the students that are taking the AP exams are scoring at college level mastery.
Conclusion
In the end Chariho High School’s averages of all the data were above the state averages and each was on was a positive note. This school is a positive environment with brilliant students that have above average grades and exam scores who are exceling into college. Compared to Central Falls, Chariho looks like the best school out there, but than compared to Barrington, Chariho does not look like a great school for students. Looking at the Rhode Island’s averages I believe are the best way to look at a school and how they are doing academically rather than one specific school. I also believe that the environment the students live in is also a significant impact on the grades as they may have a bit more support than other students in districts do. Over all looking at all the data collected, Chariho High School is an academically strong, positive school with committed students and faculty
References
Chariho Regional School District (2014) Retrieved from http://www.chariho.k12.ri.us/
Rhode Island Education Data Reporting (2012-2013) Retrieved from http://infoworks.ride.ri.gov/
Rhode Island Kids Count (2012-2014) Retrieved from http://www.rikidscount.org/
United States Census Bureau (2010) Retrieved from http://www.census.gov/
Peer Edits
Author: (Person who wrote report.)
Editor: (Taylor Borruso)
Total Score for this Evaluation: _29 /35 pts
The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.
As a peer editor, your tasks are:
RUBRIC
Name: Score:Introduction: _5 /5 points
5: Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4: Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3: Intro names the school/district/community but not much else.
2: Intro fails to name the school, district, and/or community.
0: No introduction section is apparent.
Comments on report's introduction:
Organization: _4 /5 points
5: Report includes the following sections: Introduction, Community, District, School, Conclusion, References.
4: Report includes all sections but does not break information into paragraphs, has few transitions, or is otherwise lacking in coherence.
3: Report is missing one section.
2: Report is not divided into sections but contains some information on each.
1: Report is missing two or more sections.
Comments on report's organization:
Mechanics: _0/5 points
5. All information is cited using APA in-text citations. A properly formatted References section appears at the end of the report.
There are few typos or errors in spelling, grammar, or syntax.
4: Most information is cited and referenced using APA format. There are some errors in spelling, grammar, or syntax but they do not interfere with meaning.
3: Some information is not cited or referenced. APA format not followed or followed incorrectly. There are some errors in spelling, grammar, or syntax that interfere with meaning.
2: Most of the information is not cited. APA formatting is negligible or nonexistent. Multiple errors in spelling, grammar, or syntax interfere with meaning.
0: No citations. No references. Myriad errors in spelling, grammar, or syntax make the report a chore to read.
Comments on report’s mechanics/conventions:
Creativity: _5/5
5. Report is engaging and colorful. Charts, graphs, and images add professionalism and interest and are well integrated into the report.
4: Report contains some interesting sections. Charts, graphs and images are relevant and add interest to the report.
3: Report appears dull. Information is reported in a disengaged manner. Charts, graphs, and images add little to the report.
Comments on report's creativity:
Conclusion: 4_/5
5: Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4: Conclusion reviews analysis of school, district and community
3: Conclusion does not report back to report's findings.
1: Conclusion simply praises or condemns the school.
0: No conclusion.
Comments on report's conclusion:
Data/Analysis: 10_/10
5: Report includes at least ten different facts in each section (school, community, district) and compares each figure with another relevant figure (e.g. state or national average).
4: Report includes at least eight different facts in each section and compares most figures with relevant figures.
3: Report includes at least six different facts in each section and compares some of the figures to other relevant figures.
2: Report includes at least four different facts in each section and compares some of the figures to other relevant figures.
0: Report includes less than four different facts for any section or fails to compare any figures with other relevant figures.